Development and Validation of a Multicultural Consciousness Instrument

Pembelajaran sejarah maritim melalui media Banten harbour untuk peningkatan kesadaran multikultural

“…Selanjutnya, seseorang dituntut untuk memiliki keinsafan atau kesadaran bahwa kebudayaan, masing-masing suku bangsa berbeda-beda antara satu dengan lainnya (Margi, 2013). Dean (2017) mendefinisikan kesadaran multikultural sebagai kesadaran diri, pengetahuan tentang perbedaan, dan watak interpersonal terhadap individu yang beragam. Dengan membangun kesadaran multikultural dalam diri siswa, diharapkan dapat tercipta masyarakat yang menghargai dan menjunjung tinggi toleransi sehingga konflik multikultural tidak terjadi di masa yang akan datang.…”

Advanced skills in quantitative assessment

“…Individuals’ responses to a collection of questions, or items , on a scale are believed to vary in tandem with the construct of interest (Borsboom et al, 2003). For example, Dean (2017) developed a 45‐item instrument that consisted of three scales, each measuring a separate dimension of multicultural consciousness, including awareness of self, knowledge of difference, and interpersonal disposition. Similarly, Carales and Nora (2020) developed a 3‐item scale that measured sense of belonging.…”

Cultural Literacy in Mother Tongue Education: an Action Research

“…There is a need for an action plan associated with cultural literacy skills, based on the problem situation. For this purpose, learning outcomes have been determined in line with American (http://www.corestandards.org), Canadian (http://www.edu.gov.on.ca/eng/), Australian (http://www.australia.gov.au), Singapore (https://www.moe.gov.sg) and Hong Kong (https://www.edb.gov.hk/en/) language teaching programs and with academic studies on cultural literacy (Albrecht, 2016;Barrette & Paesani, 2018;Colombi, 2015;Dean, 2017;Gordon, 2018;Halbert & Chigeza, 2015;Hui, 2014;Johnson, 2014;Kiefer, 2014;Lawrence, 2007;Liu, 2017;Lusk, 2008;Machado et al, 2017;Mkandawire & Walubita, 2015;Mason & Giovanelli, 2017;Moncada Linares, 2016;Merzliakova, Linchenko, & Ovchinnikova, 2016;Naqeeb, 2012;Patel & Meyer, 2011;Perveen, 2014;Renau & Pesudo, 2016;Reygan & Steyn, 2017;Schaefer & Lynch, 2017;Shulsky et al, 2017;Smith, 2010) and with the needs of Turkish language teachers for cultural literacy (Bal, 2018b). These learning outcomes were determined by taking into account the dimensions of cultural literacy and the process of development.…”

“…After Hirsch, many people made an explanation for cultural literacy. In studies, cultural literacy is discussed as the context of cultural awareness (Dean, 2017;Liu, 2017;Moncada Linares, 2016;Schaefer & Lynch, 2017;Shulsky, Baker, Chvala, & Willis, 2017), cultural pluralism (Albrecht, 2016;Patel & Meyer, 2011), program development (Maxim, Hoyng, Lancaster, Schaumann, & Aue, 2013;Modiba & Van Rensburg, 2009;Shulsky et al;Ziegahn, & Ton, 2011), critical thinking (Mkandawire & Walubita, 2015;Smith, 2010), racism (Albrecht, 2016;Demerath & Mattheis, 2012;Ohana & Mash, 2015;Varghese, 2016) and sociology (Dockery, 2014;Lizardo, 2017). As it is understood from the studies, cultural literacy is explained with a nationalistic perspective.…”